Artikel
Interdisciplinary curriculum mapping based on the National Competency-Based Dental Learning Objectives Catalogue (NCDL)
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Autoren
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Alexander Uhse
- Goethe University of Frankfurt am Main, Medical Faculty, School of Dentistry, Department of Orthodontics, Frankfurt am Main, Germany
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Silvia Brandt
- Goethe University of Frankfurt am Main, Medical Faculty, School of Dentistry, Department of Orthodontics, Frankfurt am Main, Germany
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Sebastian Höfer
- Goethe University of Frankfurt am Main, Medical Faculty, School of Dentistry, Department of Cranio-Maxillofacial Surgery, Frankfurt am Main, Germany
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Lars Kandsperger
- Goethe University of Frankfurt am Main, Medical Faculty, School of Dentistry, Department of Prosthodontics, Frankfurt am Main, Germany
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Constantin Landes
- Goethe University of Frankfurt am Main, Medical Faculty, School of Dentistry, Department of Cranio-Maxillofacial Surgery, Frankfurt am Main, Germany
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Tobias Locher
- Goethe University of Frankfurt am Main, Medical Faculty, School of Dentistry, Department of Oral Surgery, Frankfurt am Main, Germany
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Beate Schacher
- Goethe University of Frankfurt am Main, Medical Faculty, School of Dentistry, Department of Periodontology, Frankfurt am Main, Germany
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Jan Tent
- Goethe University of Frankfurt am Main, Medical Faculty, School of Dentistry, Student Council, Frankfurt am Main, Germany
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Susanne Gerhardt-Szep
- Goethe University of Frankfurt am Main, Medical Faculty, School of Dentistry, Department of Operative Dentistry, Frankfurt am Main, Germany
| Veröffentlicht: | 12. März 2015 |
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Gliederung
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Curriculum mapping forms the basis of effective competency-based teaching, learning and assessment. The NCDL in Germany was developed on the basis of the CanMEDS framework. It contains 28 working packages (WP) in total. This study sought to evaluate the Frankfurt curriculum in dentistry and to generate recommendations for updating it with regard to the NCDL.
An interdisciplinary (cranio-maxillofacial surgery; oral surgery; operative dentistry; orthodontics; periodontology; prosthodontics) team of experienced teaching faculty members and students evaluated the current curriculum. All team members reviewed the complete catalogue of 1,409 educational objectives, in terms of whether they are represented in their own fields (e.g., for teachers) or courses (e.g., for students) and regardless of whether they are important to the dental profession in general.
The results reveal that the Frankfurt Dental Education covers 1,034 of all NCDL learning objectives from the teachers’ perspective. Learners succeeded in 875 learning objectives that were in accordance with NCDL. The individual contents were identifiable in some WPs in complete (for example, WP 16 d and h, WP 23), in nearly complete (for example, WP 16g, WP 19, WP 21) and in low (for example, WP 10, WP 16i, WP 22) data. The mapping resulted in recommendations to several dental and medical departments to integrate specific learning objectives into the curriculum. Furthermore, 11 recommendations for interdisciplinary courses (e.g., extraction versus tooth preservation) were given. All disciplines received an individualized competency-based catalogue of learning objectives.
Curriculum mapping of the Frankfurt Dental Education with the NCDL served as an ideal communication tool for faculty members, and it promotes the development of the local curriculum and, thus, of the NCDL as well.
Acknowledgement: We thank Mrs. Britta Schwalm for her support.
